Gender-Diverse Practitioners in Early Years Education and Care (EYEC): A Cross-Cultural Study of Scotland, Hong Kong, and Mainland China

Autor/in	Xu, Yuwei
Titel	Gender-Diverse Practitioners in Early Years Education and Care (EYEC): A Cross-Cultural Study of Scotland, Hong Kong, and Mainland China
Quelle	In: Early Years: An International Journal of Research and Development, 40 (2020) 1, S.109-124 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yuwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1683816
Schlagwörter	Foreign Countries; Cultural Differences; Teaching Methods; Early Childhood Education; Early Childhood Teachers; Child Care Centers; Child Caregivers; Diversity (Faculty); Social Influences; Sexual Identity; Gender Issues; Social Bias; Teacher Role; Teacher Attitudes; Sex Stereotypes; Role Models; Hong Kong; China; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Sozialer Einfluss; Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Lehrerrolle; Lehrerverhalten; Identifikationsfigur; Hongkong
Abstract	This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of subjects and the process of subjectification. This is illustrated through accounts for how individual practitioners from Scotland, Hong Kong, and Mainland China discursively construct their gender subjectivities, in accordance with the respective cultural discourses that shape work with young children in EYEC in the three contexts. Thirty-four practitioners from 17 EYEC settings (1 male and 1 female practitioner from each setting) in the cities of Edinburgh, Hong Kong, and Tianjin were interviewed. The study finds that participant practitioners' constructions of gender subjectivities vary within and across contexts, and gender-binary discourses are to different extents prevalent in all three contexts. This paper argues for a cross-cultural approach to gender-sensitive teacher training, to interrogate popular discourses that advocate for men to fulfil complementary roles in EYEC to women and to challenge gender binary thinking that persists in EYEC and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01